Pub Date : 2020-07-02DOI: 10.1080/01626620.2019.1650400
Nancy Dubetz, Jennifer Collett
ABSTRACT To investigate how competent preservice candidates were prepared to teach English learners (ELs), a case study was conducted to examine 30 candidates use of effective practices for ELs during preservice preparation and the first years of teaching. Data included: (1) preservice assignments related to planning and teaching; (2) student teaching supervisors’ records; (3) observations during the first two years of teaching; and (4) English language proficiency results from the first year of teaching in grades 3 and above. Results indicate that some practices which participants were exposed to in their preservice preparation were found with greater frequency than others when comparing preservice artifacts and observations with the first years of teaching. Contextual factors including certification choice, grade level, and content area correlated with the use of some practices. Findings are discussed in relation to existing research on preparing candidates to meet the academic and linguistic needs of ELs.
{"title":"Studying Program Effectiveness in Preparing Teachers for English Learners","authors":"Nancy Dubetz, Jennifer Collett","doi":"10.1080/01626620.2019.1650400","DOIUrl":"https://doi.org/10.1080/01626620.2019.1650400","url":null,"abstract":"ABSTRACT To investigate how competent preservice candidates were prepared to teach English learners (ELs), a case study was conducted to examine 30 candidates use of effective practices for ELs during preservice preparation and the first years of teaching. Data included: (1) preservice assignments related to planning and teaching; (2) student teaching supervisors’ records; (3) observations during the first two years of teaching; and (4) English language proficiency results from the first year of teaching in grades 3 and above. Results indicate that some practices which participants were exposed to in their preservice preparation were found with greater frequency than others when comparing preservice artifacts and observations with the first years of teaching. Contextual factors including certification choice, grade level, and content area correlated with the use of some practices. Findings are discussed in relation to existing research on preparing candidates to meet the academic and linguistic needs of ELs.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"190 - 211"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1650400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42269119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2019.1675201
M. Peercy, Tabitha Kidwell, M. Lawyer, Johanna M. Tigert, Daisy E. Fredricks, Karen Feagin, M. Stump
ABSTRACT Understood as one approach to enacting a practice-based pedagogy of teacher education, core practices (CPs) have in the last decade become part of the discussion in general teacher education, and within particular content areas. CPs are viewed as practices that are essential to student learning and critical to novice teachers’ (NTs’) early career success. However, while these pedagogies may serve as an important scaffold to NT learning, their impact on NT practice is still mostly unknown, and efforts to develop practice-based pedagogies have largely been led by researchers, with little direct involvement by PK-12 practitioners. In this paper, we argue that more intentional and purposeful involvement of NTs in the development, selection, and refinement of CPs generates greater potential to support NT practice. Drawing upon observations of NT practice, interviews, and transcripts from meetings of our collaborative team of NTs and teacher educators, we illustrate how engaging NTs as knower-learners can contribute to the development of more responsive pedagogies of teacher education.
{"title":"Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts","authors":"M. Peercy, Tabitha Kidwell, M. Lawyer, Johanna M. Tigert, Daisy E. Fredricks, Karen Feagin, M. Stump","doi":"10.1080/01626620.2019.1675201","DOIUrl":"https://doi.org/10.1080/01626620.2019.1675201","url":null,"abstract":"ABSTRACT Understood as one approach to enacting a practice-based pedagogy of teacher education, core practices (CPs) have in the last decade become part of the discussion in general teacher education, and within particular content areas. CPs are viewed as practices that are essential to student learning and critical to novice teachers’ (NTs’) early career success. However, while these pedagogies may serve as an important scaffold to NT learning, their impact on NT practice is still mostly unknown, and efforts to develop practice-based pedagogies have largely been led by researchers, with little direct involvement by PK-12 practitioners. In this paper, we argue that more intentional and purposeful involvement of NTs in the development, selection, and refinement of CPs generates greater potential to support NT practice. Drawing upon observations of NT practice, interviews, and transcripts from meetings of our collaborative team of NTs and teacher educators, we illustrate how engaging NTs as knower-learners can contribute to the development of more responsive pedagogies of teacher education.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"212 - 233"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1675201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46223572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/01626620.2020.1776176
C. A. Brant, Lara M. Willox
ABSTRACT The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ issues. Self-efficacy is a key component of social cognitive theory and highly predictive of an individual’s willingness to act. This study includes 232 teacher educators’ responses to a survey exploring their self-efficacy in working with LGBTQ students, teaching about LGBTQ events/figures, and helping preservice teachers reduce their prejudice about LGBTQ individuals. Ultimately, teacher educators need more resources to help increase their self-efficacy in integrating this topic into their courses.
{"title":"Queering Teacher Education: Teacher Educators’ Self-Efficacy in Addressing LGBTQ Issues","authors":"C. A. Brant, Lara M. Willox","doi":"10.1080/01626620.2020.1776176","DOIUrl":"https://doi.org/10.1080/01626620.2020.1776176","url":null,"abstract":"ABSTRACT The purpose of this study was to explore teacher educators’ self-efficacy in addressing LGBTQ issues. Self-efficacy is a key component of social cognitive theory and highly predictive of an individual’s willingness to act. This study includes 232 teacher educators’ responses to a survey exploring their self-efficacy in working with LGBTQ students, teaching about LGBTQ events/figures, and helping preservice teachers reduce their prejudice about LGBTQ individuals. Ultimately, teacher educators need more resources to help increase their self-efficacy in integrating this topic into their courses.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"128 - 143"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1776176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48557283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1080/01626620.2020.1756527
Sheron L. Mark, T. Tretter, Lacey Eckels, Amy Strite
ABSTRACT Long-standing calls have been initiated to attend to equity in student achievement in and through science. Science teacher educators can aid these efforts by identifying effective science teaching strategies and supporting K–12 science teachers in integrating those into their practice. Scholars argue for an equity-driven lens to be central in teacher education for reform efforts to be fully effective in ensuring high quality education for all students. The Next Generation Science Standards (NGSS) undergird current U.S. reform efforts and are noted for more explicitly addressing issues of equity than past standards, but still noted as limited as equity is not sufficiently central. Additionally, reflexivity is encouraged with reforms, where thorough understanding is derived of effectiveness and challenges of past and current practices before implementing changes. Altogether, these issues inform the current study: an exploration of the ways in which science teachers work to implement NGSS-aligned instruction within a professional development context where an equity-driven lens is not explicit, seeking to identify evidence of how current practice facilitated or aligned with equity-driven practices. This inquiry will serve to guide future efforts to build on and transform current practice to more centrally address equity in science education.
{"title":"An Equity Lens on Science Education Reform-Driven Classroom-Embedded Assessments","authors":"Sheron L. Mark, T. Tretter, Lacey Eckels, Amy Strite","doi":"10.1080/01626620.2020.1756527","DOIUrl":"https://doi.org/10.1080/01626620.2020.1756527","url":null,"abstract":"ABSTRACT Long-standing calls have been initiated to attend to equity in student achievement in and through science. Science teacher educators can aid these efforts by identifying effective science teaching strategies and supporting K–12 science teachers in integrating those into their practice. Scholars argue for an equity-driven lens to be central in teacher education for reform efforts to be fully effective in ensuring high quality education for all students. The Next Generation Science Standards (NGSS) undergird current U.S. reform efforts and are noted for more explicitly addressing issues of equity than past standards, but still noted as limited as equity is not sufficiently central. Additionally, reflexivity is encouraged with reforms, where thorough understanding is derived of effectiveness and challenges of past and current practices before implementing changes. Altogether, these issues inform the current study: an exploration of the ways in which science teachers work to implement NGSS-aligned instruction within a professional development context where an equity-driven lens is not explicit, seeking to identify evidence of how current practice facilitated or aligned with equity-driven practices. This inquiry will serve to guide future efforts to build on and transform current practice to more centrally address equity in science education.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"405 - 421"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1756527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46195073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-28DOI: 10.1080/01626620.2020.1764878
Ekaterina Koubek, Amanda G. Sawyer, Ashley Caron, M. Moncure
ABSTRACT Although much is known about the benefits of student teaching in developing preservice teachers, less is known about preservice teachers’ earlier field experiences at the freshman and sophomore academic levels. This study examined a student-led educational organization that provided an early, whole-school immersive field experience through the creation of the third space. The Whole-School Immersive Program (WISP) that created this third space brought together university faculty, preservice teachers, P-12 educators, and their administrators. Through a qualitative case study approach that utilized semi-structured focus group and individual interviews, alumni surveys, and participants’ applications, this study examined the program’s influences on preservice teachers. The findings indicated that these preservice teachers gained a deeper understanding of the school context, (dis)confirmed their desire to become educators, and gained knowledge of personal inquiry from participating in this student-led educational organization.
{"title":"Examining Influences of an Early Whole-School Immersive Field Experience on Preservice Teachers","authors":"Ekaterina Koubek, Amanda G. Sawyer, Ashley Caron, M. Moncure","doi":"10.1080/01626620.2020.1764878","DOIUrl":"https://doi.org/10.1080/01626620.2020.1764878","url":null,"abstract":"ABSTRACT Although much is known about the benefits of student teaching in developing preservice teachers, less is known about preservice teachers’ earlier field experiences at the freshman and sophomore academic levels. This study examined a student-led educational organization that provided an early, whole-school immersive field experience through the creation of the third space. The Whole-School Immersive Program (WISP) that created this third space brought together university faculty, preservice teachers, P-12 educators, and their administrators. Through a qualitative case study approach that utilized semi-structured focus group and individual interviews, alumni surveys, and participants’ applications, this study examined the program’s influences on preservice teachers. The findings indicated that these preservice teachers gained a deeper understanding of the school context, (dis)confirmed their desire to become educators, and gained knowledge of personal inquiry from participating in this student-led educational organization.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"214 - 230"},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1764878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48976689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-15DOI: 10.1080/01626620.2020.1755384
Melissa Sherfinski, Sharon B Hayes, Jing Zhang, Mariam Jalalifard
ABSTRACT Funds of Knowledge (FoK) is a form of research in which families’ practices inform education. Unfortunately, neoliberalism minimizes understanding families’ assets because educators must transmit standardized knowledge for tests. In Appalachia, grappling with complex knowledge is challenging because of the opioid crisis. Through Bakhtin’s theory of polyvocality, this case study examined how White pre-service teachers (PSTs) in rural Appalachia attempted to “grapple” with FoK during student teaching and in diversified settings after graduation. Findings showed that teacher educators sought to promote FoK but PSTs thought about the children and families they worked with in rural and Appalachian settings through a deficit lens. Former PSTs that remained in rural and Appalachian contexts presented emergent knowledge of FoK yet framed their White students as “traumatized.” Those who moved to urban/suburban contexts with many students of color focused on behaviors and did not discuss FoK. Suggestions for policymakers and teacher educators are included.
{"title":"Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers","authors":"Melissa Sherfinski, Sharon B Hayes, Jing Zhang, Mariam Jalalifard","doi":"10.1080/01626620.2020.1755384","DOIUrl":"https://doi.org/10.1080/01626620.2020.1755384","url":null,"abstract":"ABSTRACT Funds of Knowledge (FoK) is a form of research in which families’ practices inform education. Unfortunately, neoliberalism minimizes understanding families’ assets because educators must transmit standardized knowledge for tests. In Appalachia, grappling with complex knowledge is challenging because of the opioid crisis. Through Bakhtin’s theory of polyvocality, this case study examined how White pre-service teachers (PSTs) in rural Appalachia attempted to “grapple” with FoK during student teaching and in diversified settings after graduation. Findings showed that teacher educators sought to promote FoK but PSTs thought about the children and families they worked with in rural and Appalachian settings through a deficit lens. Former PSTs that remained in rural and Appalachian contexts presented emergent knowledge of FoK yet framed their White students as “traumatized.” Those who moved to urban/suburban contexts with many students of color focused on behaviors and did not discuss FoK. Suggestions for policymakers and teacher educators are included.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"106 - 127"},"PeriodicalIF":0.0,"publicationDate":"2020-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1755384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44810772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-12DOI: 10.1080/01626620.2020.1756528
A. Broemmel, Elizabeth A. Swaggerty, Amanda Rigell, Betty S. Blanton
ABSTRACT Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers’ literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices. Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices. The authors share what impacted teachers’ perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers’ praxis.
{"title":"“I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis","authors":"A. Broemmel, Elizabeth A. Swaggerty, Amanda Rigell, Betty S. Blanton","doi":"10.1080/01626620.2020.1756528","DOIUrl":"https://doi.org/10.1080/01626620.2020.1756528","url":null,"abstract":"ABSTRACT Using a qualitative approach, this article reports findings of a longitudinal study of seven successful elementary educators from the inception of their final preservice field experience through the first seven years of their independent teaching. The research centers the development of teachers’ literacy-related instructional practices over the course of their early teaching careers, as well as the factors that influenced and impacted their instructional choices. Through repeated surveys and a culminating reflective interview, the researchers examined patterns of literacy beliefs and practices reported by these teachers over time, as well as the extent to which they internalized and used those beliefs and practices. The authors share what impacted teachers’ perceptions and practice of reading instruction throughout the formative stages of their teaching careers and suggest implications for teacher preparation programs in attending to pre- and early-career teachers’ praxis.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"285 - 300"},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2020.1756528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48635747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/01626620.2019.1650841
Lara K. T. Smetana, J. Sanei, Amy J. Heineke
ABSTRACT In today’s increasingly linguistically diverse classrooms, all science teachers require expertise in supporting students’ language development simultaneous to content-based classroom instruction. Current science-oriented K-12 teaching frameworks and standards promote a vision of learning and doing science that entails engaging students in language-rich science practices. The purpose of this case study was to follow one teacher candidate’s developing pedagogical language knowledge. Of specific interest was his instructional decision-making in regard to integrating science and language learning. This study provides insight into the strengths and struggles of a novice teacher during his student-teaching experience. Overall, findings indicate that his knowledge and understandings about science, language, and science-language integration proved more sophisticated than his implementation, and at times his practices were contradictory to the more sophisticated views that he held. This case offers an example for other teacher educators seeking to better prepare teacher candidates for the integration of language and content.
{"title":"Pedagogical Language Knowledge: An Investigation of a Science Teacher Candidate’s Student Teaching Strengths and Struggles","authors":"Lara K. T. Smetana, J. Sanei, Amy J. Heineke","doi":"10.1080/01626620.2019.1650841","DOIUrl":"https://doi.org/10.1080/01626620.2019.1650841","url":null,"abstract":"ABSTRACT In today’s increasingly linguistically diverse classrooms, all science teachers require expertise in supporting students’ language development simultaneous to content-based classroom instruction. Current science-oriented K-12 teaching frameworks and standards promote a vision of learning and doing science that entails engaging students in language-rich science practices. The purpose of this case study was to follow one teacher candidate’s developing pedagogical language knowledge. Of specific interest was his instructional decision-making in regard to integrating science and language learning. This study provides insight into the strengths and struggles of a novice teacher during his student-teaching experience. Overall, findings indicate that his knowledge and understandings about science, language, and science-language integration proved more sophisticated than his implementation, and at times his practices were contradictory to the more sophisticated views that he held. This case offers an example for other teacher educators seeking to better prepare teacher candidates for the integration of language and content.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"149 - 166"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1650841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47538695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/01626620.2019.1649742
Jeremy Delamarter, Katie Wiederholt
ABSTRACT Pre-service teachers (PSTs) often enter teacher preparation programs with firm expectations of their future classrooms. However, the exact nature of their expectations remains relatively unexplored. Though previous research has identified that pre-service teachers expect to impact student outcomes, few studies have explored the ways in which PSTs expect these outcomes to fall into either affective/relational or academic/intellectual domains. This study uses the inspiration/content dichotomy (I/CD) framework to determine the extent to which PSTs expect to foster affective outcomes over academic outcomes. A quantitative survey sent to 112 pre-service teachers confirms an overall emphasis on affective outcomes and reveals significant differences according to program type (undergraduate or graduate) and desired teaching level (e.g., elementary or secondary). The results of this survey have implications for teacher preparation programs seeking to respond to PSTs’ expectations of teaching.
{"title":"The Affective vs. the Academic: A Quantitative Study of Pre-Service Teachers’ Expected Impact on their Future Students","authors":"Jeremy Delamarter, Katie Wiederholt","doi":"10.1080/01626620.2019.1649742","DOIUrl":"https://doi.org/10.1080/01626620.2019.1649742","url":null,"abstract":"ABSTRACT Pre-service teachers (PSTs) often enter teacher preparation programs with firm expectations of their future classrooms. However, the exact nature of their expectations remains relatively unexplored. Though previous research has identified that pre-service teachers expect to impact student outcomes, few studies have explored the ways in which PSTs expect these outcomes to fall into either affective/relational or academic/intellectual domains. This study uses the inspiration/content dichotomy (I/CD) framework to determine the extent to which PSTs expect to foster affective outcomes over academic outcomes. A quantitative survey sent to 112 pre-service teachers confirms an overall emphasis on affective outcomes and reveals significant differences according to program type (undergraduate or graduate) and desired teaching level (e.g., elementary or secondary). The results of this survey have implications for teacher preparation programs seeking to respond to PSTs’ expectations of teaching.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"137 - 148"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1649742","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43664084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/01626620.2019.1612297
Erin A. Mikulec, K. Hamann
ABSTRACT One of the primary concerns of pre-service secondary teachers is negotiating student behavior and classroom management, and novice teachers cite this as one of the reasons why they leave the profession in the first three years. This study examines the learning outcomes of a microteaching project with a student behavior component. The participants were 79 pre-service secondary teachers enrolled in four sections of a general methods and assessment course. Participants engaged in a two-and-a-half-week microteaching project in which they were confronted with various behavior disruptions during their teaching as their classmates became “high school students.” The results show that the participants gained a deeper understanding of the complexity of teaching and student behavior and also identified strategies to take with them into their future classrooms.
{"title":"“My Eyes Have Been Opened”: Pre-Service Secondary Teachers Exploring Behavior Management through a Microteaching Project","authors":"Erin A. Mikulec, K. Hamann","doi":"10.1080/01626620.2019.1612297","DOIUrl":"https://doi.org/10.1080/01626620.2019.1612297","url":null,"abstract":"ABSTRACT One of the primary concerns of pre-service secondary teachers is negotiating student behavior and classroom management, and novice teachers cite this as one of the reasons why they leave the profession in the first three years. This study examines the learning outcomes of a microteaching project with a student behavior component. The participants were 79 pre-service secondary teachers enrolled in four sections of a general methods and assessment course. Participants engaged in a two-and-a-half-week microteaching project in which they were confronted with various behavior disruptions during their teaching as their classmates became “high school students.” The results show that the participants gained a deeper understanding of the complexity of teaching and student behavior and also identified strategies to take with them into their future classrooms.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"42 1","pages":"102 - 119"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2019.1612297","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42330663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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